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Mixed-method assessment of caregiver feeding practices in early care and education centres during COVID-19
Joanna Farrer Mackie1, Heewon Gray2, David Himmelgreen3
1University of California, Merced, 5200 N. Lake Rd., Merced, CA95343-5001, USA.
Insights
COVID-19 impacted early care and education mealtimes. Most teachers used autonomy-supportive feeding practices, but some used controlling methods. Understanding these practices is key for child health and safety.
Area of Science:
- Pediatrics
- Nutrition
- Public Health
Background:
- Early care and education (ECE) mealtimes were affected by the COVID-19 pandemic.
- Autonomy-supportive feeding practices may promote healthy eating in children.
- The impact of COVID-19 on ECE feeding practices was previously unknown.
Purpose of the Study:
- To describe caregiver feeding practices in Florida ECE centers during the COVID-19 pandemic.
- To investigate changes in ECE mealtimes due to COVID-19.
- To understand teacher perspectives on feeding practices during the pandemic.
Main Methods:
- A mixed-methods design was employed, utilizing surveys and interviews.
- Survey and interview questions were informed by the Trust Model.
- Data analysis included descriptive statistics for surveys and thematic analysis for interviews.
Main Results:
- Most teachers (90%) practiced autonomy-supportive feeding, like allowing children to self-regulate intake.
- Praising children for finishing their plates was a common controlling behavior (70%).
- Key changes reported included physical distancing and serving healthy food, with interview themes covering autonomy support, control, interaction changes, and physical distancing.
Conclusions:
- ECE mealtimes are critical for young children's development and well-being.
- COVID-19 continues to shape ECE routines, with behavior modification being crucial for risk reduction in unvaccinated children.
- Understanding teacher practices and perspectives is vital for mitigating COVID-19 risks and supporting children's autonomy and healthy eating habits.
Objective:
The COVID-19 pandemic changed early care and education (ECE) mealtimes. Feeding practices that support children's emerging autonomy may support children's healthy eating, but it is unknown whether and how COVID-19 changed feeding practices. This paper describes caregiver feeding practices in ECE centres in Florida during COVID-19.
Design:
A mixed-methods design was used to understand mealtime feeding practices. Survey and interview questions were developed based on the Trust Model. More than 7000 surveys were sent to ECE centres. Analysis included descriptive statistics for survey data and thematic analysis for interview data.
Setting:
This statewide study included teachers in all licensed and license-exempt ECE centres.
Participants:
Four hundred and thirty-one teachers completed a survey, and twenty-nine participated in follow-up interviews.
Results:
Surveys showed most teachers engaged in autonomy-supportive behaviours, such as letting children eat until they were finished (90 %). The most common controlling behaviour was praising children for cleaning their plates (70 %). The most common responses about changes to mealtimes were keeping physical distance and serving healthy food. Interview themes were Autonomy Support, Controlling Feeding Practices, Interactions are the Same, Interactions are Different, Physical Distancing and Healthy Eating.
Conclusions:
Mealtimes are a central part of the day for young children and teachers in ECE environments. COVID-19 continues to influence ECE routines as behaviour change remains the primary method of reducing the risk of COVID-19 in the absence of a vaccine for young children. Understanding teachers' practices and perspectives is important for reducing the risk of COVID-19 and supporting children's autonomy and healthy eating.
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